CWC Exam 2

• What:
• uniquely both a Greek and a Christian state; eastern Roman Empire

• Where:
• centered in Asia; Constantinople

• When:
• 500 – 1453 A.D.

• Significance:
• an empire built on faith that all people shared. The emperor had absolute power of the church
• and the state. Islam was the enemy. Constantinople ‘the City’ Eastern Orthodoxy
• Religion, center of commerce.

• What:
• the “second Rome”, center of the empire, and Christian city

• Where:
• Byzantine Empire

• When:
• founded in the 4th century A.D.

• Significance:
• the largest city in Europe during the middle ages. It was a new Rome, clean from centuries of
• pagan worship and crucial in the preservation of Greco-Roman culture. ‘The City’
• (Istanbul)

• Who:
• Germanic Tribe

• Where:
• France, branching into Germany, northwest of the Roman empire

• When:
• late 400’s

• Significance:
• only long lasting Germanic kingdom, became Christian under the rule of Clovis,
• Charlemagne crowned king of the Franks in 800

Who: Bishop of Rome

Where: Rome/Europe

When: Middle ages to today

• Significance: Mediator
• between Man and God, highest on medieval religious hierarchal model, had power
• over emperors and kings. Used interdicts
• and excommunication. God—Pope—Clergy,
• bishop, priests—laity (peasants)—others

• Who:
• emperor of the eastern Roman Empire

• When:
• 527-565

• Where:
• Rome

• Significance:
• Made the Body of Civil Law and rebuilt the city of Constantinople

• Who:
• Christian emperor of the Franks, ruled Carolingian Empire, most powerful
• Christian ruler

• Where:
• from Germanic people, crowned in Rome

• When:
• 800 A.D.

• Significance: crowned Emperor on Christmas day
• by the pope, he strived to build the Holy Roman Empire. He forced people to be
• baptized and established a Christian empire.

• Who:
• founded monastic house, which established the fundamental form of monastc like
• in the Western Christian Church

• When:
• 480-543

• Where:
• Nursia

• Significance:
• his monasticism grew and was crucial to the growth of monasticism in the
• western Christian world

• What:
• a time of the end of Roman order and stability

• When:
• 400-1000

• Where:
• Rome

• Significance:
• It was the time of the fall of Rome

• What:
• a time of the end of Roman order and stability

• When:
• 400-1000

• Where:
• Rome

• Significance:
• It was the time of the fall of Rome

• Who:
• the founder of Islam

• Where:
• Mecca

• When:
• 600 A.D.

• Significance:
• Out of his prophesies and revelations from Allah came the Qur’an. These guidelines formed the religion of
• Islam.

• What:
• the religions belief that was founded by Muhammed and worships Allah

• Where:
• centered in Mecca

• When:
• 600 A.D.

• Significance:
• Islamists need to follow Allah and the 5 pillars of faith. Islam was the main religion of the western
• world.

• What:
• the revelations give to Muhammad from Allah

• Where:
• Mecca

• When:
• 600’s A.D.

• Significance:
• the authority on Islam. The teachings of
• Allah from Muhammad stated that there is no god but Allah. It records the beliefs and ethical laws of
• the religion.

• What:
• a hierarchical/economic system of the middle ages

• Where:
• Europe

• When:
• middle ages

• Significance:
• the system of the middle ages that held people groups together allowing for
• protection and land under a Lord. Lord
• gets workers to farm, peasants get food, work, protection

• What: one of the 7 sacraments
• (Communion)

Where: Catholic Church

When: Middle ages to present

• Significance: Catholics
• believe it is the blood and body of Jesus Christ that is being taken.

• What:
• kicking a large group of people out of the church

• Where:
• Catholic Church

• When:
• Middle Ages

• Significance:
• the removal of the grace through which people can receive sacraments. People would be removed from the church
• because of a vassal lord’s actions. This
• prompted people to rise up against vassal lords and gave the church a certain
• form of power over them.

• What:
• a visible sign of invisible grace

• Where:
• the Catholic church

• When:
• Middle Ages

• Significance:
• a means of receiving grace in the middle age Catholic Church which included:
• baptism, conformation, penance, Eucharist, marriage, ordination, last rights.

• What:
• the Empire of Charlemagne

• Where:
• Medieval Europe
• When: 800 A.D.

• Significance:
• Christendom; Charlemagne was crowned the king of the Franks by the pope, which
• tied together the strongest Germanic Christian tribes with the Pope.

• What:
• the steps to forgiveness

• Where:
• the Catholic Church
• When: Middle Ages

• Significance:
• confession, repentance, absolution and restitution. Penance was more than just saying sorry.

• What:
• being kicked out of the church

• Where:
• the Catholic Church
• When: Middle Ages

• Significance:
• a way that the church could have control.
• They were able to kick people out of the church to maintain order. When excommunicated, people were denied
• sacraments and grace.

• What:
• the main political/military system of the middle ages

• Where:
• Medieval Europe

• When:
• middle ages 6th-16th century

• Significance:
• smaller more localized government hierarchy. Knights pledge loyalty to a noble
• for protection in army and war, noble gives land to knight (landlord) for land
• and crops which he disperses.

• What:
• philosophical theology, join faith and reason

• Where:
• Europe
• When: High Middle Ages

• Significance:
• St. Anselm ­­used reason to understand religion (was not aware of
• Aristotle’s text). Aquinas did the same,
• yet was aware of Aristotle’s writings.
• Aquinas believed that “faith perfects reason.”

• What:
• the most influential medieval theologian

• Where:
• Italy
• When: 1200’s A.D.

• Significance:
• Christianizes Aristotle: “faith perfects reason.” Through our general observations of our
• surroundings we can learn about the character of God.

• What:
• places for learning theology and the liberal arts

• Where:
• around Europe
• When: during the High Middle Ages (1000 – 1400)

• Significance:
• these schools for learning were located in larger cities and predated the
• universities of today. They provided an
• avenue for scholasticism to develop.

What: the recovery from the dark ages

• Where: Western Europe
• When: 1000 – 1400 A.D.

• Significance: the bringing back of culture. Growth of cities, increase of commerce. European culture started to become vibrant
• again and the ideas of Plato and Aristotle were discovered again. Universities were started.

• What:
• symbol of the saints

• Where:
• the Catholic church

• When:
• Middle Ages

• Significance:
• things of parts from the saints that were thought to be channels of grace; they
• radiated goodness

• What:
• religions charge or war against the unbelievers, Muslims

• Where:
• holy land

• When:
• 1000’s – 1200’s A.D.

• Significance: this was the push to regain the
• holy lands from the unbelievers, religions enthusiasm against the Muslims and
• holy war against the unbeliever. There
• was little impact on the Muslim world, instead the crusades brought ideas from
• the east to the west.

• What:
• a trip to a place of religious importance

• Where:
• the Catholic Church
• When: Middle Ages

• Significance:
• Christians would go to visit relics as a way to be exposed to the goodness of
• God and receive his grace

• What:
• a piece of architecture that was a great artistic triumph of the middle ages

• When:
• 12th century

• Where:
• Europe

• Significance:
• a symbol for medieval people’s preoccupation with God

• What: plague
• that spread through Europe

• When: 1347 -
• 1351

Where: Europe

• Significance: It
• killed 25 to 50 percent of Europe’s population as it left huge swellings on
• people that spread through any article that an afflicted person had touched.

• What: Crisis in the late
• Medieval church when there were first two, then three popes

When: 1378-1417

Where: Medieval Europe

• Significance: ended by the
• Council of Constance. It damaged the
• faith of Christian believers and the view of the authority of the Church. Both popes denounced the other as an
• anti-Christ, creating a mixed view of who the pope was and who he was supposed
• to be. Division in Church. Brings nationalism to the forefront over
• Christian values

• What: created the printing
• press

When: 1445 - 1450

Where: Europe

• Significance: allowed printing to become easier and
• more books to be printed. The Bible was
• the first printed book with movable type, completed in 1456.

• What: Painter/Sculptor/Architect
• of the High Renaissance

When: 1475 - 1519

Where: Italy

• Significance: Sistine Chapel
• and Creation of Adam

• What: intellectual movement
• based on classical literature of Greece and Rome

• When: Italian Renaissance
• (1350 – 1550)

Where: Italy

• Significance: based on “back
• to the sources”, focused more on human greatness; puts them at the center of
• everything. Old Greek and Roman
• ideals. Lots of Italian words: Ad fontes, l’uomo universale, virtu

What: father of Renaissance

When: 15th century

Where: Italy

• Significance: sought to find
• forgotten Latin manuscripts; used terms like Ad fontes, renaissance, ‘middle ages’

• What: politician during the
• Renaissance who was exiled

When: 1469 - 1527

Where: Florence, Italy

• Significance: wrote “The
• Prince”, influenced politics in the western world, obsessed with power. He looked at how a ruler ought to behave
• based on moral Christian beliefs: “a ruler should be feared before loved, because
• people are born evil and will turn from something they love to better
• themselves.”

What: “back to the sources”

• When: High Renaissance (1350
• – 1550)

Where: Italy, Europe

• Significance: Classical ideal
• of high renaissance era; looked to principle ideals of Greco-Roman world as influence
• on their culture; adopted classical values; produced cultural heroes; example:
• artist influences in Renaissance & Reformation thinking

• What: person who has a
• well-rounded personality or universal

• When: Italian Renaissance
• (1350 – 1550)

Where: Italy

• Significance:
• these people were admired during the Italian Renaissance. There was a high regard for human
• dignity. This revived the emphasis on
• individual ability. Complete man (Renaissance man)

• What: Dutch Christian
• Humanist

When: 1466 - 1536

• Where:
• France/England/Germany/Switzerland

• Significance: most
• influential of all Christian humanists.
• He wrote “Handbook of the Christian Knight”, believed that Christianity
• should be a guiding philosophy for the direction of daily life rather than
• simple beliefs and practices. “Luther
• hatched the egg that Erasmus laid.”
• Translated Greek New Testament.

• What: Allowed German princes
• to chose either Lutheranism or Catholicism

When: 1555

Where: Germany

• Significance: Showed the
• Lutheranism was becoming a valid religion in Germany and that Protestant ideas
• were a legal decision for a prince to choose

• What: leader of a group of
• Czech reformers at the Prague University

When: 1374 - 1415

Where: Czech/Bohemia

• Significance: Not only urged
• the elimination of the worldliness and corruption of the clergy, but also
• attacked the power of the papacy within the Catholic church. The council of Constance was sprouted and
• attempted to deal with the problem of heresy. Burned at the stake.

• What: spoke against Martin
• Luther

When: 1500’s

Where: Germany/Europe

• Significance: made Luther an
• outlaw and said his works to be burned and Luther was to be captured and
• brought to the Emperor. Young Emperor
• Charles declared the Edict.

What: started a reform movement questioning the power of the pope/church

When: 1483 – 1500’s

Where: Germany - Worms

• Significance: posted the 95
• theses which marked the beginning of the reformation and never stepped down
• from what he said he believed. Luther
• was very educated, a monk and professor at the University of Wittenberg. His idea that salvation was through faith
• alone challenged what the church said.
• The beliefs he brought were accepted and still used today by Lutherans.

• What: Luther’s writing of the
• wrong-doings of the church

When: 1517 A.D.

Where: Wittenburg - Germany

• Significance: Nailed to the
• Church door, originally intended to be a dialogue with church leaders, it was
• copied and distributed; it opened the eyes of the common man to what the church
• was doing. It was quickly printed and
• spread throughout Germany

• What: Major reforms within
• Christianity/Church

When: 1500’s

Where: Europe

• Significance: opened the eyes
• of the people that the church and papacy were abusing their power. Created major split in Christianity
• (Lutheran/Catholicism) This split led to more in the future

• What: Swiss reformer priest
• (w/in Catholic church)

When: 1484 - 1531

Where: Switzerland

• Significance: Pre-cursor to
• Anabaptist reformation; agrees with Luther on everything but view of communion;
• believed it is symbolic

• What: scripture is the only
• authority

• Significance: Luther defended
• his beliefs by Scripture alone, and was not interested in what councils or
• tradition had to say. He wanted to see
• his points refuted by Scripture. Thus
• this principle posed a threat to the authority of the Catholic church.

• What: Justified by faith
• alone

• Significance: Luther believed
• that we cannot gain grace by works, but that we are only justified by our
• faith.

What: saved by grace alone

• Significance: Luther believed
• that are salvation comes from God’s grace, and that there is nothing that we
• can do ourselves to deserve salvation.
• This served to question the manner in which Catholics saw salvation: as
• both grace and acts of penance.

• What: all believers have the
• right to study and interpret scripture

• Significance: this has
• brought about the countless different versions of Christianity. Catholics were opposed to this because they
• foresaw that many interpretations would arise thus resulting in many different
• factions of churches.

• Who: A theologian and philosopher who was a major commentor on the works of Aristotle.
• When: 1126-1198 A.D.
• Where: Cordoba and Morocco
• Significance: attempts to reconcile faith and philosophy- ended up being kicked out of Cordoba and his books were burned.

• Who: a Jewish scholastic who was consulted for work on the Jewish law and doctrine
• when: 1125-1205
• where: Cordoba, Morocco, and Egypt

• What: the french controlled the Pope
• When: 1308-1377 A.D.
• Where: France

• What: a series of wars for the french throne
• When:1337-1453 A.D.
• Where: France
• significance: suggested Christendom doesn't work

• Who: a patron saint of France that led the French army to a series of victories during the Hundred Years War who was burned at the stake.
• When: 1412-1431
• Where: France

• What: the idea of directly communicating with God through dreams and visions
• When: 12th c.

• Who: was a German Christian mystic who had famous visions
• When: 12th c.
• Where: Germany
• Significance: vision represents the medieval church and its focus on sacraments- salvation only through church

who: an Italian Catholic friar (preacher) who was also a mystic.

• Who: Father of english literature an English poet who was the author of cantebary tales that were writings gave insight on human lives
• When: mid 14th c.
• Where: England

• Who: an Italian poet who wrote about the 7 layers of hell.
• when: 13th c.
• where: Italy

• What: Constantinople falls to the Ottomon Turks
• When: 1453
• Where: Constantinople
• (end of Byzantine Empire)

• What: a major climate change that caused a colder ( and therefore a shorter) growing season
• When: 16th-19th c.
• Where: Europe

• who: first professional female writer who captured the idea that women are capable of virtue.
• when: 1363-1430
• where: Italy

• who: a Portuguese explorer who was the first to cross the Pacific Ocean that died on the way
• when: late 15th c.
• where: Pacific Ocean

• What: established a new Jerusalem by force- the leaders were hung on display and rebels were slaughtered
• When: 1533-1535
• Where: Germany

• who: radical reformers who returned to the practices of early Christianity
• when: 16th c
• where: Europe
• Significance: believed in adult baptism, Lord's supper symbolic, Meninites and Amish branched off - major seperation of church and state

• Who: Leader of the rejuvinated Dutch Anabaptist
• When: 16th c
• Where: Netherlands, Germany
• Significance: Spread ideas peacefully and had evangelical Anabaptism that stressed seperation from the world. Meninites were the followers.

• Who: Swiss Anabaptist
• When: 16th c
• Where: Switzerland
• Significance: tried as a heritic and got executed.

• What: German peasant revolt in result of Thomas Munster that included the 12 peasant articles
• When: 1524-1525
• Where: Germany